Abstract:

The aim of this study was to identify the impact of collaborative learning in the virtual learning environment (VLE) on students' academic achievement and satisfaction with learning. The study was an attempt to test the following hypotheses:
1. Applying a collaborative learning strategy in the virtual learning environment results in increasing students' satisfaction with learning.
2. Applying a collaborative learning strategy in the virtual learning environment results in increasing students' academic achievement.
The experimental method with a quasi-experimental design was used in this study to verify both hypotheses. Participants were 40 students of both genders studying the Distance Tutoring and Assessing Course during the first year of the Distance Teaching and Training Program at the College of Postgraduate Studies at the Arabian Gulf University, located in the Kingdom of Bahrain. The sample was divided into two groups: an experimental group using the collaborative learning strategy, and a controlled group using the program traditional learning strategy.
Students' satisfaction with learning was assessed by using the scores obtained in a questionnaire aimed at measuring learners' satisfaction with the learning. Learners' academic achievement was measured by using the scores obtained on an achievement test and the individual home assignment scores for the course.
Results indicated that there were significant differences in learning satisfaction in favour of the experimental group. In addition, there was no statistically significance difference between the two groups (experimental and controlled) concerning the academic achievement.

Keywords:

Collaborative Learning, Blended Learning, Virtual Learning Environment, Achievement, Learning Satisfaction.